Archdiocese of New York Grade 7 English Language Arts Parent Matrix
Archdiocese of New York Grade 7 English Language Arts Parent Matrix
This parent matrix is intended to be a tool for you as a parent to help support your child’s learning. The table below contains all of the Grade 7 English Language Arts learning standards. Learning standards describe the knowledge and skills that students should master by the end of Grade 7. Each standard has a specific code. For example, RL.7.1 stands for “Reading for Literature Grade 7 Standard 1.” You will often see these standards referenced on your child’s quizzes, worksheets, tests, etc.
You should access the recommended resources in the right hand “Resources” column electronically by clicking on the hyperlinks provided. However, we suggest that you also download and print this matrix. You will notice that the column all the way to the left is marked “Parent Notes.” You can use this column to take notes on your child’s progress. You may wish to check off each standard after you have worked on it with your child.
In English Language Arts, there are five main categories of standards. These include Reading Standards for Literature, Reading Standards for Informational Texts, Writing Standards, Speaking & Listening Standards, and Language Standards. Each category is highlighted in a different color. In class, students will typically work on standards from multiple categories at one time. Your child’s teacher will be able to tell you which standards you should focus on with your child throughout the year.
We hope that this parent matrix is a valuable resource for you. If you find that you would like additional practice materials to work on you can use the standard codes provided below to search for additional resources.
Reading for Literature / Reading for Informational Text / Writing / Speaking and Listening / LanguageThese standards pertain to students’ ability to read and analyze different types of literature, such as poetry, prose, and drama. / These standards pertain to students’ ability to read and examine the claims and evidence presented in nonfiction texts such as textbooks, magazine articles, biographies, and manuals. / These standards pertain to students’ ability to use their expanding vocabularies and command of standard English to write organized writing pieces for a range of audiences and tasks. / These standards require students to be able to express their thoughts, feelings, and ideas clearly, adhere to conversational norms, and appropriately apply formal and informal English to different situations. / These standards focus on students’ ability to master standard English grammar, conventions, usage, capitalization, punctuation, spelling, and word relationships when writing and speaking.
READING STANDARDS FOR LITERATURE
Parent Notes / Standard Code / What does this standard mean? / What can I do at home? / Resources
Reading for Literature Grade 7 Standard 1
(RL.7.1) / Students must be able to cite textual evidence to support their inferences and analysis of a text. / Ask your child…
“What do you think the author means by this line…? What evidence from the text supports that idea?”
“What specific examples, points, etc from the text support that idea?” /
Read the text and watch the lesson video with your child to help him/her practice using textual evidence to make inferences.
Reading for Literature Grade 7 Standard 2
(RL.7.2) / Students must be able to identify the theme or central idea and analyze its development throughout a text. They must also be able to summarize the text separate from personal opinions or judgments. / Ask your child…
“What is theme of that story, fable, etc.? How did the author make that idea clear in the story?”
“What was this story, play, etc about? Can you summarize it from beginning to end?” /
Read the text with your child. Then watch the video lesson together to help him/her learn more about determining the theme of a text.
Reading for Literature Grade 7 Standard 3
(RL.7.3) / Students must be able to analyze how elements of a story interact (e.g. how the setting affects characters). / Ask your child…
“How did the characters react to the main problem/challenge in this story?”
“How would this scene be different if it took place [during the day versus night, etc]?”
“What are the main events from the plot that affect the characters?” /
Read the text with your child. Then watch the video to help him/her learn how the setting can impact the mood and/or tone of a text.
Reading for Literature Grade 7 Standard 4
(RL.7.4) / Students must be able to figure out the meaning of unfamiliar words and phrases in a text, including figurative and connotative meanings – neutral, negative, or positive feelings/ideas associated with a word. They should be able to analyze the effect of a rhyme and/or repetition on a specific section of a text. / Ask your child . . .
“What do you think that word might mean based on the rest of the sentence/passage?”
“Do you think that is exactly what that word/ phrase means, or do you think the author might be trying to say something else?”
“What if the author had chosen the word [residence] instead of [home]? What kinds of connotations does each of those words have? How might that change the tone of the sentence?”
“What if the author had not repeated [this phrase] over and over? How would that change this passage?” /
Read the text and watch the video with your child to help him/her learn to interpret extended metaphors.
Read the poem with your child. Then watch the video to help him/her better understand how specific words impact the meaning of a text.
Reading for Literature Grade 7 Standard 5
(RL.7.5) / Students must be able to analyze how the form or structure of a drama or poem contributes to its meaning. / Ask your child…
“How is this text organized?”
“How does this [stanza, line, etc] change the [tone, meaning, etc]?” /
Print the note-taking sheet and read the text with your child. Then watch the video together to learn how form contributes to the meaning of a text.
Reading for Literature Grade 7 Standard 6
(RL.7.6) / Students must be able to analyze how an author develops and/or contrasts the points of view of different characters and/or narrators in a text.
- They should also be able to analyze texts by authors from a variety of cultural backgrounds.
“How might your reaction to this [scene, event, etc] be different if the narrator were speaking from a third-person point of view instead of first-person? Would it have the same impact?”
“How does [this character’s] point of view of this event differ from [another character’s]?”
“Did you read the author’s biography at the back of the book? What do you know about him/her? How do you think this impacted the events of the story?” /
Read the text and watch the video lesson with your child to help him/her better understand how to examine a narrator’s point of view.
Reading for Literature Grade 7 Standard 7
(RL.7.7) / Students must be able to compare and contrast a written text with its audio, film, staged, or multimedia version. They should be able to analyze the effects of the techniques unique to each format (e.g. lighting, sound, color, and/or camera focus and angles). / When your child reads books that he/she enjoys, visit your local library to try to find audio, movie, etc versions of the story. Ask your child…
“What was similar about this scene in the book and the movie? And different?”
“How did the [lighting, sound, effects, etc] of the staged version affect your understanding of the story?”
“Was [this character] portrayed in the movie as you had pictured him/her while reading the book? What was different? What examples in the book made you think that way?” /
Print the worksheets. Then try these activities with your child to help him/her practice comparing and contrasting different portrayals of the same story.
Reading for Literature Grade 7 Standard 9
(RL.7.9) / Students must be able to compare and contrast a fictional portrayal of an event, time, place, or character with a historical account of the same period to understand how authors of fiction use and/or alter history in their writing. / When your child demonstrates interest in a particular topic, visit your local library or bookstore to search for nonfiction texts focused on that interest (e.g. a non-fiction book and a fantasy story about knights). Ask your child…
“What was the main idea/theme of [this text]? And the other one? How are they similar?”
“What true elements explained in the nonfiction text did you recognize in the fictional story?”
“How did the authors convey their messages in each text?” /
Print the graphic organizer for your child to use to record notes and help him/her compare and contrast two portrayals of an event, time, place, or character.
Reading for Literature Grade 7 Standard 10
(RL.7.10) / By the end of the year, students should be able to read and understand grade-level literature – including stories, dramas, and poetry – when working independently. / When you help your child pick out books, make sure that the books and stories he/she is reading are on the 7th grade level. If you are not sure what reading level a particular work is, look in the front cover or ask a librarian or teacher to help you.
Encourage your child to read independently frequently. Talk to him/her about what he/she is reading.
Set aside a daily reading time in your household.
Model independent reading by reading your own book while your child is reading. /
Read the texts with your child. Then watch the video to help him/her practice previewing a text to determine its genre.
Reading for Literature Grade 7 Standard 11
(RL.7.11) / Students must be able to identify, interpret, and draw ethnic and artistic connections between the different types of literature they read and other texts, ideas, cultural perspectives, personal events, eras, and situations.
- Students should be able to choose texts for themselves to read based on personal preferences.
- Students must be able to use given criteria to classify, select, and evaluate texts to make informed judgments about the quality of a piece.
“Can you connect this book to anything else you’ve read, learned about in another class, experienced in your own life, etc? What is the connection between those two things?”
“Does . . . remind you of anything in your own life? How? Why?”
Take your child to visit the local library and allow him/her to choose books for him-/herself. Check that he/she is choosing texts at an appropriate reading level. /
Use these tips to help your child choose appropriate books to read.
READING STANDARDS FOR INFORMATIONAL TEXT
Parent Notes / Standard Code / What does this standard mean? / What can I do at home? / Resources
Reading for Informational Text Grade 7 Standard 1
(RI.7.1) / Students must be able to cite textual evidence to support their inferences and analysis of a text. / Ask your child…
“Can you tell my why you think…?”
“What examples, points, etc from the text support that idea?”
“What do you think the author means by…?”
“The text says, ‘…’ What do you think…?” /
Read the text with your child. Then watch the video together to guide him/her to develop a better understanding of how to cite strong textual evidence.
Reading for Informational Text Grade 7 Standard 2
(RI.7.2) / Students must be able to identify at least two central ideas and analyze their development throughout a text. They must also be able to summarize the text separate from personal opinions or judgments. / Ask your child…
“What is this article mainly about? Can you identify two or more main ideas?”
“What are some details from the article that support the idea that…?”
“In a few sentences, can you give me a summary of the key points of this text?” /
Read the article and watch the video lesson with your child to encourage him/her to practice identifying the central idea of a nonfiction text.
Reading for Informational Text Grade 7 Standard 3
(RI.7.3) / Students must be able to analyze the interactions between individuals, events, and ideas in a text (e.g. how they influence each other). / Ask your child…
“How did [this individual] respond to [this challenge, event, etc]?”
“How do you think [this event] was affected by the [people]? What examples from the text support that idea?” /
Read the text with your child. Then watch the video lesson together to help your child learn how to analyze interactions between individuals, events, and ideas.
Reading for Informational Text Grade 7 Standard 4
(RI.7.4) / Students must be able to figure out the meanings of unfamiliar words and phrases in a text – including figurative, connotative, and technical meanings – and to analyze the impact of specific word choices on the meaning and tone of a passage. / Ask your child…
“What does that word mean in the sentence?”
“Do you think that is exactly what that word/ phrase means, or do you think the author might be trying to say something else?”
“What if the author had left out [this word or phrase]? How would that change the tone of this section?” /
Read the speech with your child. Then watch the video to help him/her learn to examine specific word choices and their impact on a text.
Reading for Informational Text Grade 7 Standard 5
(RI.7.5) / Students must be able to analyze the structure an author uses to organize a text. They should be able to explain how major sections contribute to the development of the whole text. / Ask your child…
“How is this text organized?”
“What do you think the author wants the readers to understand?”
“Why is this paragraph important? How does it impact the rest of the text?” /
Print the note-taking sheet and read the article with your child. Then watch the video to prompt him/her to practice using details from specific sections of a text to describe a character.
Reading for Informational Text Grade 7 Standard 6
(RI.7.6) / Students must be able to determine an author’s point of view and/or purpose for writing a text. They should be able to analyze how the author distinguishes his/her position from that of other authors. / Ask your child…
“What is the author’s point of view of…? What are some examples from the text that show that?”
“If the author’s purpose changed from [informing] to [trying to persuade], how would this passage be different?”
“Does this author agree or disagree with other authors about…? How do you know?” /
Read the text and watch the video with your child to help him/her develop a better understanding of how an author distinguishes his/her position from that of others.
Reading for Informational Text Grade 7 Standard 7
(RI.7.7) / Students must be able to compare and contrast a written text to an audio, video, or multimedia version. They should be able to analyze how the subject is presented in each format (e.g. how the delivery of a speech affects the impact of the words). / When your child reads informational texts that he/she enjoys, visit your local library or search the internet to help your child find videos, podcasts, etc about the topics in which he/she is interested. Ask your child…
“What was similar about the portrayal of this event in the text and the movie? And different?”
“How did the [lighting, sound, effects, etc] of the film version affect your understanding of the information?” /
Print the graphic organizer for your child to use to record notes and help him/her compare and contrast a written text to an audio, video, or multimedia version.
Reading for Informational Text Grade 7 Standard 8
(RI.7.8) / Students must be able to trace and evaluate the arguments and claims in a text. They should be able to assess whether the reasoning is sound and whether there is enough evidence to support the author’s claims. / Ask your child…
“Why does the author argue/think…?”
“What reasons does the author give to support his/her thinking about…? Does his/her argument make sense?”
“Which arguments that the author presents are most convincing? Why? Are there any weak claims that you do not think the author gives enough evidence to argue?” /
Read the text with your child. Then watch the video to help him/her practice tracing the development of an author’s claim.
Reading for Informational Text Grade 7 Standard 9
(RI.7.9) / Students must be able to analyze the differences between two or more authors’ presentations of the same topic.
- They should also be able to use their own experiences and knowledge of language, logic, and culture to think analytically, address problems creatively, and advocate persuasively.